How Do We Consolidate Student Learning in Math While Building a Thinking Classroom?

Presented by Peter Liljedahl, Ph.D., Professor, Faculty of Education, Simon Fraser University; Jay Meadows, CEO, Exemplars; and Brendan Scribner, Director of Implementation and Success, Exemplars

Sponsored by Exemplars

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Featuring special guest Peter Liljedahl, Ph.D.

Teachers around the world have fallen in love with the tools and practices provided by Dr. Peter Liljedahl and his best-selling book, Building Thinking Classrooms in Mathematics. These practices help teachers engage students and build a vibrant thinking classroom. But vertical non-permanent surfaces and random groupings are only the beginning. In this edWebinar with Dr. Liljedahl, we dive deeply to answer these questions:

• How do we use problem-solving thinking tasks as the foundation of a thinking classroom?
• How do we help students consolidate their learning and discoveries while working in a thinking classroom?
• How do we help students write notes to their future forgetful selves?
• How do we help students focus on important goals with so many things happening in a thinking classroom?
• How and what should a teacher evaluate in a thinking classroom?

Dr. Liljedahl discusses these important questions and share his ideas for helping students form long-term memories as part of the thinking classroom in mathematics. This recorded edWebinar is of interest to K-12 teachers and school and district leaders.

About the Presenters

Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education at Simon Fraser University and author of the best-selling book Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning. Dr. Liljedahl is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. He consults regularly with teachers, schools, school districts, and ministries of education on issues of teaching and learning, problem solving, assessment, numeracy, and building thinking classrooms.

Jay Meadows serves as Exemplars’ Chief Executive Officer. He is a former middle school math and science teacher and has been working in education for almost three decades. Jay holds a Master of Arts in Teaching from the University of Vermont and a master’s in mathematical pedagogy from Southern New Hampshire University. Jay is also one of Exemplars’ primary performance task writers and professional development consultants for the middle level. Leading sessions throughout the United States, Jay works with teachers to integrate performance tasks and research-based best practices into their curricula. Through Exemplars, Jay dreams of teaching a generation of students to become powerful problem solvers. Prior to his career in education, Jay coordinated delegations from the former Soviet Union through programs with the U.S. State Department. Jay has also worked alongside a number of international non-profits and is a former Peace Corps Volunteer.

Brendan Scribner, Director of Implementation and Success for Exemplars, began his career in education as a middle school math teacher in Vermont in 1998, before spending the last 20 years as a fourth-grade classroom teacher in Hanover, New Hampshire. He earned his master’s in the science of teaching mathematics from the Vermont Math Initiative. As a passionate classroom educator, he strives to be a mathematical identity builder with a keen focus on learning experiences that cultivate wonder and joy and reveal the beauty of mathematics for all. Brendan supports educators at Exemplars, with a strong commitment to building contextually relevant problem solving into established curricula. An area of particular importance in his work is the power of productive discourse and how “talk moves” within a classroom. When he is not immersed in his work as an educator, he enjoys family time, cycling, hiking, skiing, leisure travel, and crafting unique wood products.

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Exemplars provides performance tasks, rubrics, and student anchor papers for schools and districts in Math, Science, and Writing. Our performance material engages students and promotes reasoning, communication, and higher-order thinking. Performance tasks are classroom-tested and may be used for assessment, instruction, and professional development. Exemplars’ supplemental resources are research-based and designed to meet state, national, and Common Core standards.